While reading “On Reflection,” I kept thinking about my own process of reflecting especially the reflecting I’ve done on here about my co-teaching experiences and just sitting in on the library instruction classes. One thing I liked about the piece is how it broke down curriculum into three groups: lived curriculum (everything a student has learned up to that point), delivered curriculum (planned curriculum they learn in class), and experienced curriculum (how each student experiences the delivered curriculum). It was interesting to try and apply these ideas to my own reflection. Thinking about how this applies in the library instruction classroom not only for myself but also for the students in the class. Every student comes into those classes with different levels of each type of curriculum and how not every student is the same.
Additionally, I just enjoyed thinking about how people learn to write and connecting that with the process of reflection. The piece points out that if you are confused and wondering about how someone got to a conclusion in their writing just to ask them. Many writing subjects can often be up to interpretation (which is given as an example later in the piece. The author mentions how when talking to students about their answers on a writing assignment, many students interpreted the writing prompt differently than how the teacher meant it or expected for it to be interpreted). Students can come at a subject with many different ways of thinking or with more than one point of view. Connecting this with reflection and the idea that articulating what we have learned for ourselves (reflection) is a vital part of learning. Moreover, through this process we learn to better understand subjects and ideas when we spend time reflecting on them.